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Enhancing science performance in students with learning disabilities using cover, copy, and compare: A student shows the way
Author(s) -
Smith Tawnya J.,
Dittmer Karen I.,
Skinner Christopher H.
Publication year - 2002
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.10037
Subject(s) - psychology , session (web analytics) , learning disability , psychological intervention , intervention (counseling) , multiple baseline design , mathematics education , cover (algebra) , empirical research , medical education , applied psychology , developmental psychology , computer science , mechanical engineering , medicine , philosophy , epistemology , psychiatry , world wide web , engineering
A student who participated in a previous study where he was trained to use a self‐managed academic intervention known as cover, copy, and compare (CCC) to enhance his mathematics performance developed the specific intervention used in the current study. Without prompting, this student adapted and employed this procedure to learn bone in the human body. In the current study a multiple baseline across tasks design was used to determine if CCC could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Three students learned how to perform the self‐management procedures during one session that lasted less than 15 minutes. Results showed that immediately after implementing the CCC intervention students' accuracy improved. Following 11 brief sessions, students were able to identify 15 parts of a human heart with an overall accuracy of 80% over 2 consecutive days. Discussion focuses on limitations and implications of this study and school psychologists' and students' contributions to the development and empirical validation of academic interventions. © 2002 Wiley Periodicals, Inc.